Processos formativos via alternância: egressos da Escola Família Agrícola Rosalvo da Rocha Rodrigues – EFAR – Mato Grosso do Sul

• Autor(a) principal: Alves, Ricardo Pereira
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/5920
• topic: Educação; Educação Rural; Educação Libertadora; Educação para o Desenvolvimento Sustentável; Sociologia das Desigualdades

This research, associated with the line of research “Training processes, educational practices, differences”, aims to investigate the training processes via alternation of the Rosalvo da Rocha Rodrigues Agricultural Family School. It aims to understand the training processes carried out by EFAR and its contributions to the emancipation of school graduates. Therefore, the investigation presents as problematic to analyze if the formation coming from the EFAR in the professional constitution of the graduates generates the emancipation of these subjects. The theoretical foundation is based on the Historical-Cultural Theory and, as a method, the Historical-Dialectic Materialism, which make it possible to understand man in his process of constitution in the face of appropriations and relationships established through life in society. For analysis, the school's Pedagogical Policy Proposal and works by education authors were consulted, especially those referring to the theory and method that underlie this work. A temporal cut was carried out from 1996 to 2009, period in which the school was located in Campo Grande - MS. As a data collection procedure, a semi-structured interview was adopted, carried out with six graduates and three representatives of the school community who participated in the process of creating the school, who were chosen to expand the information about the creation and training process carried out. by EFAR. Despite the weaknesses and tensions faced by the school in the process of creation and functioning, when analyzing the interviews and the pedagogical proposal, the results found indicate that the school contributed to the emancipatory formation of the graduates insofar as it carried out the formation of the alternating, reconciling the schooling process to the student's reality through the pedagogical instruments that integrate the spaces and times of alternation, enabling them to achieve the objectives and purposes of the comprehensive training school and the sustainable development of the environment. It is considered that the school enabled the emancipation of students, since training takes place in close proximity to the desires of youth and the reality of the field, considering that it carries out the construction of the training process in a collective way, involving and providing opportunities for participation of the school community in the preparation of the school's training and management plan, sharing the commitment to the training of students, valuing and respecting the singularities and specificities of life in the countryside in the fight against all forms of recurrent oppression and inequality in capitalist society.